chap. 15, 17 and 18 543-559
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| Emotional response | show 🗑
|
||||
| Autonomic arousal emotional response | show 🗑
|
||||
| show | objective automatic responses to a situation -Physical movements in response to a situation, different between species -defending or attacking in response to a threat
🗑
|
||||
| Motivation emotional response | show 🗑
|
||||
| show | Subjective component of emotions, humans feel as they experience -The feelings described as "emotions" have been associated w/physiological responses through learning/experience -can't be measured, only talk to humans about feelings
🗑
|
||||
| James-Lange theory | show 🗑
|
||||
| Cannon-Bard theory Emotions help us deal wit the environment | show 🗑
|
||||
| Schacter theory | show 🗑
|
||||
| show | Very easy to model, emotional response to a perceived threat -Amygdala is central to fear, reactions to stimuli w/biological significance(smelling smoke)
🗑
|
||||
| Amygdala and fear response | show 🗑
|
||||
| show | integrates incoming sensory info, projects fear to Gray(behavior), Lateral(autonomic/feeding), BNST(hormonal) -Critical to emotion provoked by aversive stimuli=increase in activity -Artificial stimulation produces signs of fear/agitation (no stimuli)
🗑
|
||||
| Thalamus in fear | show 🗑
|
||||
| Sensory cortex in fear | show 🗑
|
||||
| show | Sends input to amygdala about memories about stimuli
🗑
|
||||
| show | Receives info from Central nucleus of the amygdala Behavioral response
🗑
|
||||
| Lateral Hypothalamus in fear | show 🗑
|
||||
| Bed nucleus of the Stria terminalis (BNST) in fear | show 🗑
|
||||
| show | result in loss of fear to aversive stimuli -no fear, really melow animals -Tame animals, fewer stress hormones, decreased anxiety, less stress,induced illness -fear is the reason animals react badly
🗑
|
||||
| Lesions on CN of amygdala (humans) | show 🗑
|
||||
| Kluver-Bucy syndrome | show 🗑
|
||||
| show | Central Nucleus of Amygdala role in aversive emotional learning -Neutral sti. + Fear-inducing sti. = learned fear response to the neutral sti. ex. tone plus shock= tone causes fear -CNA is destroyed, animals won't learn this conditioned emotional resp.
🗑
|
||||
| show | Behavioral response involving threatening gestures or an attack on another animal -Species-specific, controlled by genetically organized neural circuits related to both reproduction/self defense -Circuits are very hormone sen. -Controlled by PAG
🗑
|
||||
| Periaqueductal grey in aggression | show 🗑
|
||||
| Dorsal PAG in aggression | show 🗑
|
||||
| show | Controls eating, hunting behaviors
🗑
|
||||
| Prefrontal cortex | show 🗑
|
||||
| show | results in faulty emotional regulation (didn't develop correctly/damage) -Poor impulse control, aggression/violence
🗑
|
||||
| show | Correlated w/a reduction in gray matter of the prefrontal cortex
🗑
|
||||
| show | Part of the oritofrontal cortex Critical to emotional regulation Damage: lack of emotional regulation, impaired planning, social res., impulsive aggression/violence
🗑
|
||||
| Medial prefrontal cortex | show 🗑
|
||||
| Serotionin in aggression | show 🗑
|
||||
| show | Juvenile monkey's w/low 5-HT show increased risk-taking behavior/aggressive attacks on dominant monkeys -Impulsive behavior= death
🗑
|
||||
| show | Mice lacking the 5-HT receptor exhibit increased aggression on other mice
🗑
|
||||
| show | Inhibits aggression/impulsive behaviors Low levels: correlated w/aggression, assault, arson, murder, child abuse -Agonists decrease irritability, aggressiveness/impulsivity on psychological measures
🗑
|
||||
| show | Prenatal androgen exposure organizes neural circuits controlling aggression -puberty, testosterone activates these circuits, increasing aggressive behaviors
🗑
|
||||
| Medial preoptic area | show 🗑
|
||||
| Castration | show 🗑
|
||||
| Androgen antagonists | show 🗑
|
||||
| High levels of androgen | show 🗑
|
||||
| show | increasing aggression
🗑
|
||||
| Androgens | show 🗑
|
||||
| Communication of emotions | show 🗑
|
||||
| show | Innate responses, automatic/involuntary -RIght hemisphere is critical to expression of emotion -Darwin: ppl of isolated tribes recognize the meaning of facial expressions /make the same expressions -Blind children
🗑
|
||||
| Innate responses | show 🗑
|
||||
| Right Hemisphere of brain | show 🗑
|
||||
| show | a lot of expressions that escape prefrontal can't stop it
🗑
|
||||
| Facial muscles | show 🗑
|
||||
| show | major role of facial expression -Face accessory to verbal communication= emphasis/direction of combo
🗑
|
||||
| Recognition of emotion | show 🗑
|
||||
| show | Physiological/psychological response to a situation(not emotion) -General adaptation syndrome -Hormones: corticosteroid ex. cortisol from adrenal cortex
🗑
|
||||
| show | Connection between stress/disease -Alarm response: initial res. to stress -Adaptation stage: 2nd activation of appropriate response systems/reest. of homeostatic balance -Exhaustion stage: increased susceptibility to disease
🗑
|
||||
| Cortisol | show 🗑
|
||||
| show | Brain sti. immune function -Organs-thymus,spleen,lymph nodes,bone marrow produce: Phagocytes,B/T lymphocytes, Helper T cells -Monitored/regulated by brain cytokine receptors on the vagus nerve
🗑
|
||||
| Phagocytes | show 🗑
|
||||
| B Lymphocytes | show 🗑
|
||||
| show | formed in thymus gland act as killer cells -Specialized cells: T helpers secrete cytokines = proteins that regulate activity B cells divide or die
🗑
|
||||
| Learning | show 🗑
|
||||
| Synaptic plasticity | show 🗑
|
||||
| Long-term potentiation(strengthened/increased effect) | show 🗑
|
||||
| show | Synaptic transmission is more likely to cause an AP in the post-synaptic neuron -last from several mins to years can be induced throughout the brain
🗑
|
||||
| LTP modeled/hippocampal formation | show 🗑
|
||||
| Perforant pathway | show 🗑
|
||||
| Experimental induction of LTP | show 🗑
|
||||
| show | Induce LTP=rapid burst of electrical pulses is delivered to the perforant pathway (~100 pulses/2sec) then wait -Detect: single, short sti. burst delivered to the perforant pathway Pop. (cells surrounding the electrode) EPSP measured in dentate gyrus
🗑
|
||||
| Pos. LTP induction | show 🗑
|
||||
| show | Synaptic strengthening depends on: NT binding at the synapse + depolarization of the post-synaptic cell(at the same time) -Depolarization of a neuron doesn't strengthen all synapses, only those that are active at the time of depolarization
🗑
|
||||
| 3 times of Synaptic modifications = LTP | show 🗑
|
||||
| show | Critical to est. LTP -Second messenger= activates protein kinases(direct chemical reactions in the chemical reactions in the cell necessary for LTP) -NT binding+depolarization helps Ca get into cell
🗑
|
||||
| NMDA receptors( critical for learning) | show 🗑
|
||||
| Magnesium ejection | show 🗑
|
||||
| Dendritic Spike | show 🗑
|
||||
| show | Individual synapses are strengthened by an increase in AMPA receptors on the post.S membrane (increased response to glutamate ) 3 fold increase
🗑
|
||||
| CaMK enzymes | show 🗑
|
||||
| show | LTP results in the multiplication of synapses -Most synapses are located on dendritic spines -LTP results in division/multiplication of these spines
🗑
|
||||
| show | Post.S density expands until it perforates=splits into multiple densities>Pre.S active zone splits into corresponding regions>Perforated synapse further divides until the spine branches= 2 spines con. synaptic region
🗑
|
||||
| show | Terminal button of one presynaptic neuron synapsing w/ multiple spines on the Post.S neuron -Increases communication potential between 2 cells 3 fold -2 diff. active zones plus 2 spikes=more synapses
🗑
|
||||
| Presynaptic changes | show 🗑
|
||||
| show | Retrograde signal from NMDA receptors to the Pre.S membrane -Synthesized in the Post.S membrane in response to Ca influx -Direct messenger tiggers release of glutamate, breaks down quickly very unstable
🗑
|
||||
| show | Neurons that fire together, wire together -Synapses that are reliably active just before the generation of an AP are strengthened -Firing weak & strong synapse on the same Post.S neuron> strengthens the weak synapse by association
🗑
|
||||
| show | Declarative memory: talk about Nondeclarative memory: hard to talk about, act out)
🗑
|
||||
| Declarative memory | show 🗑
|
||||
| show | Implicit, unconscious knowledge (hard to talk about, act out) -Perceptual: memory of perviously expeienced stimuli -Motor: Procedural learned behavioral seq. -Stimulus-response:learned res. to specific stimuli
🗑
|
||||
| show | Neural changes that result in recognizing a sti. that has been perceived before ex. recognizing new term -Based on synaptic changes in the sensory ass cortices -Later input from the same stimulus results in the same pattern of activation> recognition sti
🗑
|
||||
| show | Learning a specific behavioral response in the presence of a give sti. -Response to an ass. between two stimuli -Simple, automatic responses
🗑
|
||||
| Classical conditioning: Neural mechanisms | show 🗑
|
||||
| Areas involved in Classical conditioning | show 🗑
|
||||
| show | Repeated depolarization by strong US synapses, paired w/ recep. activation at weak CS synapses=strengthens -Connections between NE signaling the tone/neurons signaling the behavioral res. is strengthened (firing at tone synapse indepent. AP = freeze beha
🗑
|
||||
| show | Procedural memories: changes that result in a new seq. of movements -Est. new motor skill seq., based on changes in motor system -New behaviors req extensive modifi. of brain circuits, adj produce changes to these circuits
🗑
|
||||
| Neural control of Motor learning | show 🗑
|
||||
| Intital Motor learning | show 🗑
|
||||
| repeated Motor learning | show 🗑
|
||||
| show | thalamus takes in all sensory before cortex + prefrontal (Planning)> Basal Ganglia -Muscle memory in Basal ganglia(damage motor plans wipe out)
🗑
|
||||
| show | learning to make a response in order to gain reinforcement/avoid punishment formation of ass. between discriminative sti, behavioral output, resulting conseq DS= contextual cue
🗑
|
||||
| Operant conditioning con. | show 🗑
|
||||
| Circuitry of Reinforcement | show 🗑
|
||||
| Circuitry Of reinforcement con. | show 🗑
|
||||
| show | Axon bundle extends from midbrain to target of the mesolimbic system (amygdala hippocampus nucleus accumbens) passing through the lateral hypo -Primary system involved in reward motivation addiction
🗑
|
||||
| show | Highly rewarding Dopamine release in the NAc is strongly reinforcing, just about instant rewards=dopamine=addiction -common model of reward motivation( rat keeps pressing bar just to get instant reward from brain even w/o food)
🗑
|
||||
| Neural circuitry of reinforcement Strengthening of synapses by reinforcement | show 🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
Lizziebell99
Popular Psychology sets